Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning

IF 3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of the Learning Sciences Pub Date : 2022-10-10 DOI:10.1080/10508406.2022.2114833
Tesha Sengupta-Irving, Lauren Vogelstein, C. Brady, Emily Phillips Galloway
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引用次数: 1

Abstract

ABSTRACT Background Makerspaces are proliferating U.S. public schools and libraries. Few studies, however, take an in situ view on the pedagogical moves of mentors, and fewer still engage with ideologies of race and class therein. Without this, principles of pedagogy or design that build toward expansive learning for racially minoritized youth will remain elusive. Methods Semi-structured interviews and fieldnotes of mentors in a U.S. public library makerspace were taken over six weeks (n = 12). The mentors were predominantly white and all were professional artists/creatives; teen patrons were predominantly racially minoritized. Findings Three recurring pedagogical moves surfaced through the interplay of prolepsis and telos as an interpretive lens. We identify how mentor history/memory and future imaginings of youth as adult creatives—both of which intersect with ideologies of race and class—shape their mediation of learning. Contributions 1) Documentation of specific pedagogical moves that extend efforts to name the work of mentors; 2) Presentation of prolepsis and telos as a lens to recover the power of imagination in pedagogy; and 3) Extension of how prolepsis is used to the study human learning and development by bringing it in contact with the study of ideologies among educators.
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预言与目的:在青年学习中介中解释教学法与恢复想象
创客空间正在美国的公立学校和图书馆蓬勃发展。然而,很少有研究对导师的教学行动采取现场观点,更少涉及其中的种族和阶级意识形态。没有这一点,为少数族裔青年建立广泛学习的教学原则或设计将仍然难以捉摸。方法对美国公共图书馆创客空间的导师进行为期六周的半结构化访谈和现场记录(n = 12)。导师主要是白人,而且都是专业艺术家/创意人员;青少年顾客主要是少数种族。发现三个反复出现的教学动作通过预言和目的的相互作用作为一个解释镜头浮出水面。我们确定导师的历史/记忆和青年的未来想象是如何作为成年人的创造者-这两者都与种族和阶级的意识形态相交-塑造他们的学习中介。贡献1)具体教学行动的文档,这些行动扩展了指导者工作的名称;2)以“预言”和“目的论”的呈现为视角,恢复教育学中的想象力;3)通过将预言学与教育工作者的意识形态研究联系起来,扩展了预言学如何用于研究人类的学习和发展。
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来源期刊
CiteScore
10.70
自引率
5.30%
发文量
17
期刊介绍: Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.
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